Learning to Speak Everyday (Canadian) French

Autor/inn/en	Nadasdi, Terry; Mougeon, Raymond; Rehner, Katherine
Titel	Learning to Speak Everyday (Canadian) French
Quelle	In: Canadian Modern Language Review, 61 (2005) 4, S.543-561 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	High School Students; Sociolinguistics; French; Immersion Programs; Language Variation; Contrastive Linguistics; Foreign Countries; Teaching Methods; Second Language Instruction; Second Language Learning; Native Speakers; Canada + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziolinguistik; Französisch; Immersionsprogramm; Sprachenvielfalt; Linguistics; Kontrastive Linguistik; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Zweitsprachenerwerb; Muttersprachler; Kanada
Abstract	This article examines the sociolinguistic competence of French immersion students. We first present an overview of the range of variation found in L1 speech and make a distinction between vernacular, informal, formal, and hyper-formal variants. We then compare the use of these forms in the speech of Canadian francophones and Grade 9 and 12 students enrolled in a French immersion program. Our analysis shows that the immersion students' sociolinguistic competence is lacking in that they rarely or never use vernacular and informal variants and overuse forms that are formal or hyper-formal. In order to address this shortcoming, we propose a pedagogical methodology for improving students' sociolinguistic competence, concentrating in particular on the need to increase students' use of informal variants (e.g., ne deletion and /l/ deletion) and to decrease their use of hyper-formal ones (e.g., the verb habiter and subject pronoun nous). (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10